University of Winchester. PGCE Science1 Welcome to PGCE Primary Science

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  • University of Winchester. PGCE Science *Welcome to PGCE Primary Science

    University of Winchester. PGCE Science

  • WelcomeTeamRoomsResources, inventoryLNReading packPortfolioCourse Reading book: Harlen,W. & Qualter,A. (2009) The Teaching of Science in Primary Schools 5th Edition. Oxon: Routledge.

  • University of Winchester. PGCE Science *Science in the Early YearsWhat sort of experiences foster early science learning?

    University of Winchester. PGCE Science

  • University of Winchester. PGCE Science *

    The Early Years Foundation Stage - areas of learning

    personal, social and emotional developmentlanguage and literacymathematical developmentknowledge and understanding of the world (KUW)physical development creative development

    http://nationalstrategies.standards.dcsf.gov.uk/earlyyears

    University of Winchester. PGCE Science

  • University of Winchester. PGCE Science *

    Early Years Foundation Stage (EYFS)Knowledge & Understanding of the World (KUW)

    2.13 Children must be supported in developing the knowledge, skills and understanding that help them to make sense of the world.Investigate objects and materials by using all of their senses as appropriate.Find out about, and identify, some features of living things, objects and events they observe.Look closely at similarities, differences, patterns and change.Ask questions about why things happen and how things work.

    University of Winchester. PGCE Science

  • University of Winchester. PGCE Science *Primary Science How do you perceive the scope of primary science?

    University of Winchester. PGCE Science

  • University of Winchester. PGCE Science *The National Curriculum - Science (DfES 1999)Browse and note structure of the document

    Sc 1 Scientific EnquirySc2 Life Processes and Living ThingsSc3 Materials and their PropertiesSc 4 Physical Processes

    Note Breadth of Study

    University of Winchester. PGCE Science

  • University of Winchester. PGCE Science *Safety in Primary ScienceRisk assessment is little more than common sense and prudent primary teachers do it informally as a matter of course (Ellis 2001, p7)

    University of Winchester. PGCE Science

  • University of Winchester. PGCE Science *Safety in ScienceSafety is the legal responsibility of the employer

    Teachers have a duty of care towards the children

    Most employers adopt County Guidelines and/or Be Safe! (Ellis 2001)

    Evidence of planning for safe practice is found in lesson plans, schemes and policies.

    University of Winchester. PGCE Science

  • University of Winchester. PGCE Science *Hazard and RiskHAZARD - anything with the potential to cause harm

    RISK the likelihood of actual harm from any hazard

    Risk Assessments attempt to avoid PREVENTABLE harm

    University of Winchester. PGCE Science

  • University of Winchester. PGCE Science *Teaching SafetyASE suggest teachers are good at teaching SAFELY, not so good at teaching SAFETY, i.e. pupils learn the rules and implement them without real understanding

    Safe practice is a theme in the NC Breadth of Study (BoS)

    University of Winchester. PGCE Science

  • University of Winchester. PGCE Science *CLEAPSSCLEAPSS is an advisory service providing support in science and technology for a consortium of local authorities and their schools including establishments for pupils with special needs.http://www.cleapss.org.uk

    Note CLEAPSS guides

    University of Winchester. PGCE Science

  • University of Winchester. PGCE Science *Safety Workshop

    Directed task:

    Complete the safety workshop on the Learning Network.

    University of Winchester. PGCE Science

  • University of Winchester. PGCE Science *Collections: developing observation in primary science

    Observe one item using the senses appropriatelyRefine and develop your observation using magnification and /measurement Explore fully the range of equipment provided; it is all at primary level (note digital microscopes)Compare your item with another from your collection, listing similarities and differencesUse the differences as a basis for sorting the complete set

    University of Winchester. PGCE Science

  • University of Winchester. PGCE Science *Developing the skill of Observation

    Scientific observation is fundamental to the processes of exploration and investigation

    Observation is developmental. Teaching develops and refines the skill and this needs careful planning throughout the key stages

    Children should be encouraged to use all their senses in observations, appropriately and safely.

    University of Winchester. PGCE Science

  • University of Winchester. PGCE Science *Developing the skill of Observation

    As part of explorations children willMake use of all the sensesNotice detailsIdentify similarities and differencesSequence eventsUse aids to observationClassify using their own criteriaRecord their observations in different ways

    University of Winchester. PGCE Science

  • University of Winchester. PGCE Science *Classification Keys

    where the sequence and structure of identification steps is fixed by the author of the key. At each point in the key multiple options are offered, each option leading to the next choice. If the entire key consists of exactly two choices at each branching point, the key is called dichotomous. Examples:Woodlice key http://www.nhm.ac.uk/nature-online/life/other-invertebrates/walking-with-woodlice/identification.htmlBuzz Gamehttp://www.rspb.org.uk/youth/play/buzz.asp

    University of Winchester. PGCE Science

  • University of Winchester. PGCE Science *Making KeysIdentify the links between sorting and classifying activities and classification techniques.

    Use one collection to make a simple identification key.Note where the skills of observing, sorting and classifying come in the NC.What are the differences between KS 1 & 2?

    University of Winchester. PGCE Science

  • University of Winchester. PGCE Science *Raising questions for an investigationDeveloping observation using your collection:

    What would I like to find out about this?

    Draw up a list of possible questions prompted by your collection. Can you sort your questions into different types? What are the most appropriate questions for children to investigate?

    University of Winchester. PGCE Science

  • University of Winchester. PGCE Science *Childrens questionsChildren need: appropriate stimuli to encourage them to raise questionstime to formulate their own questionsan atmosphere conducive to asking questionsa teacher who acts as a role model in asking questions.http://www.ase.org.uk/journals/primary-science/ sometimes puppets help

    University of Winchester. PGCE Science

  • University of Winchester. PGCE Science *Discovery Dog KS1 Context Naughty Nora is a mischievous puppy who causes lots of problems. Discovery Dog is Naughty Noras uncle. He tries to sort out the problems that she causes, but he needs help from the children to do this. Each story ends with Discovery Dogs dilemma, which leads to an investigation.

    Resources Investigation Packs: Story booklets, planning frames, CDs linked to key ideas in NC Science

    Puppets - Naughty Nora is a small puppet, suitable for childrens hands. Discovery Dog is a larger puppet designed for teachers use.

    University of Winchester. PGCE Science

  • University of Winchester. PGCE Science *Snail SnacksDiscovery Dog poses the questionWhich plants do snails like best?

    Suggest possible investigationsSuggest questions you might ask to prompt enquiry.

    University of Winchester. PGCE Science

  • University of Winchester. PGCE Science *Puppets Project Exploring the use of puppets to engage and motivate children in conversations which help in their science education.

    http://www.puppetsproject.com

    Keogh, B., Naylor, S., Downing, B., Maloney, J. and Simon, S. (2006) Puppets bringing stories to life, Primary Science Review 92 pp26-28

    University of Winchester. PGCE Science

  • University of Winchester. Part-time PGCE Science 2010-2011 EB*Student led Practical Changing Materials

    Rusty nails/ itemsChocolate buttons/ ice Balloons, narrow necked small bottles, bicarb and vinegarSalt /sugar / spoons / beakers /waterglass mirrors / cans of liquid cold from the fridgedough and breadpopcorn and popped cornclay & potteryPlaster of Paris as powder and as set *NOTE SAFETYalcohol hand gelTalk about:What you notice before and after the change?

    Is this change - physical or chemical?- reversible or irreversible?

    Can you talk about how energy is involved?

    Note Sc1 skills of predicting and hypothesising

    University of Winchester. Part-time PGCE Science 2010-2011 EB

  • University of Winchester. PGCE Science *Investigative work When pupils:have to make their own decisionsuse some investigational procedures e.g. observing, measuring

    Definition from AKSIS project in Sherrington, R (1998) ASE Guide to Primary Science Education. Hatfield:Association for Science Education.

    University of Winchester. PGCE Science

  • University of Winchester. PGCE Science *Directed tasks

    Follow up this sessionRead Oliver (2006) in the reading pack Be prepared to discuss the ideas in this chapter.Read H&Q (2009) Ch1 and Ch 2 from the Primary Science in action section. Complete the SAFETY WORKSHOP (LN)Come ready to do your Lesson

    University of Winchester. PGCE Science

  • University of Winchester. PGCE Science *Directed tasks 2

    Building subject knowledge competence and conf